This presentation is all about the Nature of Performance-Based as

1. BICOL UNIVERSITY
COLLEGE OF AGRICULTURE AND FORESTRY
GUINOBATAN, ALBAY
THE NATURE OF
PERFORMANCE-BASED
ASSESSMENT
Prepared by:
INA L. OSTONAL
III-BAT-ATE1

2. Meaning and Characteristics
 Performance-Based Assessment is one
in which the teacher observes and
makes judgment about the students’
demonstration of a skill or
in creating a product, constructing a
response, or making a presentation.

3.  Performance-Based
Assessment (PBA) is an
alternative form of assessment
that moves away from
traditional paper-and-pencil
test (Ferman, 2005).

4.  Performance-Based Assessments
process the creative aspect of the
students in bringing out what
know and what they can do
through different performance
tasks such as exhibits, projects
work samples.

5.  According to Linn (1995),
performance assessments provide a
basis of teachers to evaluate both the
effectiveness of the process or
procedure used (e.g. approach to data
collection, manipulation of
instruments) and the product resulting
from performance of a task (e.g.
completed report of results, completed
art work).

6.  Performance products are
outputs produced by students
that provide concrete samples
of their knowledge and
understanding of the subject
matter.

7. Some performance assessment
proponents contend that genuine
performance assessments must possess at
least three features (Popham, 2011):
 Multiple evaluation criteria
 Pre-specified quality standards
 Judgmental appraisal

8. TYPES OF
PERFORMANCE
TASKS

9. 1. Solving a problem- critical thinking
and problem solving are important skills
that need to be sharpened and
developed by the learners.
2. Completing an inquiry- an inquiry
task is one in which the students are
asked to collect data in order to
their understanding about a topic or
issue.

10. 3. Determining a position- the task
requires students to make decision
clarify a position.
4. Demonstration task- this task
shows how the students use
knowledge and skills to complete
well-defined complex tasks.

11. 5. Developing exhibits- Exhibits are visual
presentations or displays that need little or
no explanation from the creators.
6. Presentation task- This is a work or task
performed in front of an audience.
7. Capstone performances- these are
tasks that occur at the end of a program
study.

12. STRENGTHS OF
PERFORMANCE-
BASED ASSESSMENT

13.  Performance assessment clearly
identifies and clarifies learning
targets
 Performance assessment allows
students to exhibit their own
skills, talents, and expertise.

14.  Performance assessment advocates
constructivist principle of learning
 Performance assessment allows the
teachers to explore the main goal and
processing of teaching and learning
process.
 Performance assessment uses variety of
approaches to student evaluation.

15. LIMITATIONS OF
PERFORMANCE-BASED
ASSESSMENT

16.  Development of high quality
performance assessment is a
tedious process.
 Performance assessment
requires a considerable amount
of time to administer.

17.  Performance assessment takes a
great deal of time
to score.
 Performance task score may have
lower reliability.
 Performance task completion may be
discouraging to less able students.

18. SUMMARY OF THE
STRENGTHS AND
WEAKNESSES OF
PERFORMANCE-BASED
ASSESSMENT

19. Strengths Weaknesses
Integrates assessment with
instruction.
Reliability may be difficult to
establish.
Learning occurs during
assessment.
Measurement error due to
subjective nature of the
scoring may be significant.
Provides opportunities for
formative assessment
Inconsistent student
performance across the time
may result in inaccurate
conclusion
Tends to be more authentic
than other types of
assessments.
Few samples of student
achievement.

20. More engaging; active
involvement of students.
Requires considerable
teacher time to prepare
and student time to
complete.
Strengths Weaknesses
Provides additional way
for students to show what
they know and can do.
Difficult to plan for
amount of time needed.
Emphasis on reasoning
skills.
Limited ability to
generalize to a larger
domain of knowledge.

21. STRENGTHS WEAKNESSES
Forces teachers to establish
specific criteria to identify
successful performance.
Encourages student self-
assessment.
Emphasis on application of
knowledge.
Encourages re-examination
of instructional goals and
purpose of schooling.